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shut shall sheep push wish sharp fresh shoot rush crash shirt harsh shape dashing short bushes shy

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There are several graphemes which represent the /sh/ phoneme. Revise the ‘sh’ grapheme in the left column which is the most common code for the /sh/ sound. Explain that in some words the grapheme ‘ch’ can represent the /sh/ sound as in the examples in the right column. Remind the learner that the grapheme ‘ch’ most commonly represents the /ch/ sound as in ‘chat’ and it can also represent the /k/ sound as in ‘chemist’. Pronounce the ‘et’ in ‘chalet’ as /ai/, the ‘is’ in ‘chassis’ as /i/ and the ‘i’ in ‘machinery’ as /ee/. Hold your pencil correctly and draw a picture representing some ‘ch’ words from above and label:

Fold this page up to the bottom of the first ‘ch’ box to hide the words but to reveal the ‘ch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ch’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.

Copyright 2007 Debbie Hepplewhite Unit 8 - Sheet 1 of 20

nation motion station patient patience partial initials essential torrentialThere are several digraphs which represent the /sh/ sound: ‘sh’, ‘ch’, ‘ti’, ‘ci’ and ‘ssi’. Sound out and blend the words above. Draw a picture representing some ‘ti’ words from above and label:

Fold this page up to the bottom of the first ‘-ti’ box to hide the words but to reveal the ‘-ti’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ti’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


official delicious precious special musician ancient artificial politician suspicious There are several digraphs which represent the /sh/ sound: ‘sh’, ‘ch’, ‘ti’, ‘ci’ and ‘ssi’. The grapheme ‘ou’ as in ‘delicious’, ‘precious’ and ‘suspicious’ is pronounced /u/. Sound out and blend the words above. Draw a picture representing some ‘ci’ words from above and label:

Fold this page up to the bottom of the first ‘-ci’ box to hide the words but to reveal the ‘-ci’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ci’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


mission admission permission passion expression discussion compassion possession There are several digraphs which represent the /sh/ sound: ‘sh’, ‘ch’, ‘ti’, ‘ci’ and ‘ssi’. Note that the end of every word is spelt ‘-ssion’ and this word-chunk is pronounced “shun”. Sound out and blend the words above. Draw a picture representing some ‘-ssi’ words from above and label:

Fold this page up to the bottom of the first ‘-ssi’ box to hide the words but to reveal the ‘-ssi’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ssi’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


vision division television confusion invasion illusionpersuasion leisure measuretreasure pleasure azurebeige visual casual usualcollage barrage courgettedelusion genre montagephotomontage deluge These words have an unusual pronunciation which is denoted as /zh/. You could almost describe this sound as a ‘soft j’! Teachers usually teach the word ending of words like ‘vision’ and ‘division’ as a chunk - that is ‘sion’ = “zhun”. You could also teach the word endings of ‘leisure’, ‘measure’, ‘treasure’ and ‘pleasure’ as a chunk - that is ‘sure’ = “zhu” (a schwa effect). The ending of ‘azure’ is more pronounced: “a - zh - ure”. The ‘ei’ in ‘leisure’ is pronounced /e/. The ‘ea’ in the words above are also pronounced /e/. The ‘ei’ in ‘beige’ is pronounced /ai/. The ‘a’ in ‘collage’, ‘barrage’, ‘montage’ and ‘photomontage’ is pronounced /ar/. The first ‘e’ in ‘genre’ is pronounced close to /o/ and the final ‘e’ is pronounced as a shwa /u/.

List all the different graphemes for the /zh/ phoneme and become familiar with the words above.

Fold this page up to the bottom of the first /zh/ box to hide the words but to reveal the /zh/. Use the back of the folded-up part to practise spelling and writing. Teach that the chunk ‘sion’ and the chunk ‘sure’ is the most helpful way to spell these particular words. Edit (check) each word whilst finger-tracking under the graphemes.


/sh/ sh ch -ti -ci -ssi shall wish sharp fresh shirt splash shape rushing short shy

chef chiffon chalet chute parachute chassis charades chaperone machine machinery

nation motion patient station patience partial initials essential torrential confidential

official delicious precious special musician ancient artificial politician suspicious optician

mission admission permission passion expression discussion compassion possession procession aggression

There are several graphemes which represent the /sh/ phoneme. Where these words are beyond the reading ability of the learner, the teacher can model how to sound them out whilst tracking under the graphemes from left to right with the index finger. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


/sh/ sh ch -ti -ci -ssi

Write down further words in the correct columns as you think of them or find them in your wider reading.


couple cousin moustache nourish flourish limousine double troubles mucoustough rough enough touchroughage serious flourishedfamous touching enormous The grapheme ‘ou’ is another way of representing the /u/ phoneme. This grapheme is most commonly used as part of the suffix ‘ous’ which forms adjectives such as the words ‘famous’, ‘serious’ and ‘enormous’. See ‘ous’ sounds book sheet for further examples. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘ou’ words from above and label:

Fold this page up to the bottom of the first ‘-ou’ box to hide the words but to reveal the ‘-ou’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ou’ on one dash. Edit each word whilst finger-tracking under the graphemes.


anonymous porous viciousprecious previous rigorousconscious hideous hilariousnumerous devious graciousdangerous studious curiouscourteous tedious atrocioushazardous envious ambitiousThe suffix ‘ous’ commonly forms adjectives as in the words above. The suffix ‘ous’ is made from two grapheme-phoneme correspondences: ‘ou’ + ‘s’ = /u/ + /s/. All the graphemes underlined represent the /sh/ phoneme. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Find further examples.

Draw a picture representing some ‘-ous’ words from above and label:

Fold this page up to the bottom of the first ‘-ous’ box to hide the words but to reveal the ‘-ous’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ou’ on one dash and grapheme ‘s’ on a dash - or you can choose to put the word ending ‘ous’ on one longer dash if you prefer. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.


graph telegraph orphan photo photograph phasephone telephone elephant sphere hemisphere phrase triumph phobia phantom The grapheme ‘ph’ is another way of representing the /f/ phoneme. Point out that the words ‘photo’ and ‘phone’ are just shortened versions of the words ‘photograph’ and ‘telephone’ but that this is not the case with ‘graph’ and ‘telegraph’ and ‘sphere’ and ‘hemisphere’. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘ph’ words from above and label:

Fold this page up to the bottom of the first ‘ph’ box to hide the words but to reveal the ‘ph’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ph’ on one dash. Edit each word whilst finger-tracking under the graphemes.


rough tough enough roughage cough coughing trough laugh laughter draughts The grapheme ‘gh’ is another way of representing the /f/ phoneme. The grapheme ‘ou’ in the words in the top row is pronounced /u/. The grapheme ‘ou’ in the words in the middle row is pronounced /o/. The grapheme ‘au’ in the words in the bottom row is more dependent on regional accent and could be pronounced as /a/ or /ar/. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘gh’ words from above and label:

Fold this page up to the bottom of the first ‘gh’ box to hide the words but to reveal the ‘gh’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘gh’ on one dash. Edit each word whilst finger-tracking under the graphemes.


/f/ f -ff ph -gh fit foot roof flat first after lift draft fresh crafts

off huff puffin puffing gruff raffle suffer toffee stuff shuffle

photo graph phobia orphan triumph sphere hemisphere elephant phone telephone

rough cough laugh tougher enough trough laughter draughts roughage coughing

There are several graphemes which represent the /f/ sound. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


/f/ f -ff ph -gh Write down further words in the correct columns as you think of them or find them in your wider reading.


gap give got peg log grab grapes grand legs go goes gone great

egg eggs reggae digger straggly foggymaggot baggy jogging jagged

ghost ghettos ghastly ghoulghost town ghostwriter gherkin ghetto

The sound /g/ is represented by the three graphemes ‘g’, ‘gg’ and ‘gh’. The grapheme ‘gg’ does not appear at the beginning or the end of words except for the word ‘egg’. The grapheme ‘gh’ is a rare grapheme although people are aware of it because of its use in the words in the right column above. Remind the learner that the grapheme ‘gh’ can also represent the /f/ sound as in ‘rough’. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘gh’ words from above and label:

Fold this page up to the bottom of the first ‘g-gg-gh’ box to hide the words but to reveal the ‘g-gg-gh’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the graphemes ‘gg’ or ‘gh’ on one dash as appropriate. Edit each word whilst finger-tracking under the graphemes.


chip such chat much chess chart rich chilly chain chase choose

school chemist chorus chasm Christmas chrome chronicchrysalis chaos

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The grapheme ‘ch’ represents the three sounds /ch/, /k/ and /sh/ as in the three columns above. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘ch’ words from above and label:

Fold this page up to the bottom of the first ‘ch,ch,ch’ box to hide the words but to reveal the ‘ch,ch,ch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ch’ on one dash as appropriate. Edit each word whilst finger-tracking under the graphemes.


was want wasp wand wash waft watch waffle wander swan swap swamp swallowswat swashbuckling swatch Where the letter ‘w’ precedes the letter ‘a’, the reader is alerted to the possibility that the ‘a’ might be pronounced as the /o/ phoneme. The easiest way to approach this letter combination is to see ‘wa’ and consider whether to sound out “wo”. The letter ‘s’ in ‘was’ is pronounced /z/. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some of the words from above and label:

Fold this page up to the bottom of the first ‘wa’ box to hide the words but to reveal the ‘wa’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.


quarry quarrel quality squat squash squabble squatter squalor squandersquad squadron quadranglequalify qualification quadrilateral quarantine Where the grapheme ‘qu’ precedes the letter ‘a’, the reader is alerted to the possibility that the ‘a’ might be pronounced as the /o/ phoneme. The easiest way to approach this letter combination is to see ‘qua’ and consider whether to sound out “quo”. The learner needs to become familiar with these words. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some of the words from above and label:

Fold this page up to the bottom of the first ‘qua’ box to hide the words but to reveal the ‘qua’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.


war warm warmth warn wartward warden warp towards warning wartime wardrobe Where the letter ‘w’ precedes the grapheme ‘ar’, the reader is alerted to the possibility that the ‘ar’ might be pronounced as the /or/ phoneme. The easiest way to approach this letter combination is to see ‘war’ and sound out “wor”. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some of the words from above and label:

Fold this page up to the bottom of the first ‘war’ box to hide the words but to reveal the ‘war’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. ‘W’ and ‘ar’ are two separate graphemes. Break the words down into syllables first where necessary. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.


gnat gnaw gnash gnarled gnome sign align aligned reign feign foreign malignforeigner design campaigndesigner consignment resignThe grapheme ‘gn’ is another way of representing the /n/ phoneme. The grapheme ‘ei’ in ‘reign’ and ‘feign’ is pronounced /ai/. The grapheme ‘ei’ in ‘foreign’ and ‘foreigner’ is close to /u/ (schwa effect). Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘gn’ words from above and label:

Fold this page up to the bottom of the first ‘gn’ box to hide the words but to reveal the ‘gn’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘gn’ on one dash. Edit each word whilst finger-tracking under the graphemes.


hustle and bustle whistlingrustle jostle trestle wrestlecastle thistle gristle gristly mistletoe nestle nestling listen fasten hasten glistenchristen christening fastener The grapheme ‘st’ is another way of representing the /s/ phoneme. The phoneme /s/ in the words above is usually followed by /u/ - the schwa effect. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Draw a picture representing some ‘st’ words from above and label:

Fold this page up to the bottom of the first ‘-st-’ box to hide the words but to reveal the ‘-st-’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘st’ on one dash. Edit each word whilst finger-tracking under the graphemes.


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